1. Targeted Help for Tier 2 Susan Mack, Muskegon ISD Susan Bogart, Mason-Lake ISD

2. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Strategic Interventions *Systems for Students with At-Risk Behavior AKA Tier 2 Interventions Secondary Interventions At Risk Students “Yellow Kids” Targeted Interventions Individual Prevention: Specialized Individualized *Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT TODAY

3. Acknowledgments Presentation adapted from MiBLSi training materials & Publications written by: Dr. Rob Horner, Dr. George Sugai, Dr. Tim Lewis, Dr. Jerry Sprague Thanks to our colleagues for letting us share their experiences and recommendations

4. Goals Introduction to several research based targeted interventions Each participant chose one intervention and consider implementation

5. Assumptions Schoolwide (universal) interventions are “underneath the feet of all students.” Strategic/Targeted interventions will be “nested” into your schoolwide PBS process

6. Which Kids to Target? 5 to 15 % of your students Students with 3 to 6 office discipline referrals for “major” problems For individuals or small groups of students who exhibit difficulties despite school-wide and classroom PBS

7. Low intensity problem behaviors Likely to be students with both academic and behavioral difficulties Behavior occurs over multiple settings While focus is on students with 3 to 6 ODRs remember the kids who –are referred by parents –are “under the radar” Which Kids to Target (continued)

8. Referrals per Student

9. Strategic/Intensive Intervention Process Student is referred to Child Study, SST, etc. Student is referred to Student Assist Team Team requests District Assistance District looks at Alternative Assistance Plan developed, implemented, however more support needed

10. Essential Components to Establish Efficient referral process Short term intervention Function of behavior is assessed (SWIS) Always available

11. Essential Components (continued ) Home school connection All staff trained in strategies and all provide support as needed (Adults are role models and sincere) Coordination and team work

12. Why Establish Targeted Interventions? # 1 reason = “If You Can Predict Behavior You Can Prevent Behavior”

13. On Target Goals Decrease in number of office referrals Students develop self-management skills Students are able to use new skills in a variety of settings

14. Major Features Improved structure Increased feedback Increased opportunities to be taught and practice skills

15. W hat Does Not Work Well to Prevent Delinquency and Substance Abuse (directly from Sprague, 2005 ) Activities that are only focused on improving self-esteem Counseling students, particularly in a peer - group context

16. Does Not Work Well (continued) Instructional programs focusing on information dissemination, fear arousal, moral appeal, and affective education Youth alternative activities such as recreation and community service without “potent” prevention programming

17. Strategic Interventions Pre-Correction Mentors Self Monitoring BEP Social Skills training Generic behavior plans Tough Kid ® series

18. More Strategic Interventions Project RIDE ® Second Step ® Check-in & Check-out Behavior Momentum Positive Corrective Feedback ERASE

19. Pre-Correction example from The Tough Kid Book ® Example: teaching a replacement behavior –The “Sure I Will” plan replacement behavior for arguing research shows it replaces arguing as well as increases compliance every teacher directive given the students say “Sure I Will” praise/reward randomly - about every 3 - 4th response

20. Mentors Peer mentor example –membership in social skill group includes a peer who is an outstanding role model –all members are voluntary and have parent’s permission Adult mentor examples –check in - greet daily –“silent” mentors

21. Self-Monitoring Self-Management Teach self-monitoring and targeted social skill simultaneously Plan carefully for success Age 4 and above Periodic, random checks on accuracy –initially only praise/reward accuracy (until 80% accurate) then reinforce success related to behavior monitored

22. Behavior Education Program Responding to Problem Behavior in Schools by Crone, Horner & Hawken Discussed thoroughly during MiBLSi training on targeted interventions

23. Overview of BEP Elements Daily positive adult contact Check-in/Check-out system Daily report card - Increased attention to behavioral goals For all school settings Home-School partnership Collaborative team-based process

24. Student Recommended for CICO CICO is Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in CICO Coordinator Summarizes Data For Decision Making Bi-weekly SST Meeting to Assess Student Progress Exit Program Revise Program Check In Check Out (CICO)

25. Daily Progress Report Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N Name: Date: =Will try harder tomorrow: 1 point Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: CalendarReadingSpelling & Writing MathLunchCenters Hands to self (Be Respectful) Finish all work (Be Responsible) Keep chair legs on floor (Be Safe) Teacher comments: Parent Signature(s) and Comments:

26. Social Skills Training Tell, Show, Practice –and practice some more Acknowledge –include self-talk, affirmations Monitor

27. Catalogs for social skills training tools

28. Generic Behavior Plans Effective practices to address a specific function of behavior Handout in your materials –Student Who Would Rather Not –Student Who Needs to Move –Student Who Needs Control –Student Who Has Been Traumatized

29. The Tough Kid ® Books and Audio Series Practical Classroom Management Strategies A “Tough Kid” is compliant < 40%, average kid complies with teacher requests 80% of the time

30. Project RIDE ® Responding to Individual Differences in Education K-6 students 600 behavioral and academic tactics and 100 videos

31. Second Step ® Whole classroom Pre-K through 9th grade Teacher friendly Lots of role playing and problem solving Explicit teaching of social skills Research validated Small Group Re-teach classroom lessons More practice More feedback Use puppets and role- play

32. Teaches, models, and reinforces skills in empathy, impulse control, problem solving and anger management

33. Behavior Momentum example from The Tough Kid Book ® –“Tom, will you help me hand out the papers?” –“Thanks Tom, please help me straighten up the chairs.” –“Now Tom, please sit down and do your math assignment.”

34. Positive Corrective Feedback Positive comment –about every 3 - 4 correct behaviors –after a previously identified difficult situation or problem Corrective feedback to incorrect response – state the desired behavior with explanation – without being critical, negative or judgmental Be aware of tone of voice and nonverbal behaviors

35. ERASE problem behavior E xplain - What is the problem? R eason - What is he/she getting out of it or avoiding? A ppropriate - What do you want him/her to do instead? S upport - How can you help this happen more often? E valuate - How will you know if it works? Dr. Terry Scott

36. Twelve Strategies Which one will you consider for implementation?